Activities this session Collaborative E-Learning Sara Hattersley Learning outcomes What is collaborative learning Key benefits

Activities this session Collaborative E-Learning Sara Hattersley Learning outcomes What is collaborative learning Key benefits www.phwiki.com

Activities this session Collaborative E-Learning Sara Hattersley Learning outcomes What is collaborative learning Key benefits

Espinoza, Elvira, General Manager has reference to this Academic Journal, PHwiki organized this Journal Activities this session iPad: ‘iBrainstorm’ as long as starter activity Mindmap: ‘Inspiration’ as long as group brainstorm Voting systems: Turning Point as long as group quiz Screencasting: ‘Poll everywhere’ to demo online voting Wikis: ‘You Tube’ interactive demo video clip iPad: ‘Notes’ as long as wiki simulation activity iPad in addition to blogs: ‘Warwick blogs’ as long as iPad evaluation activity. Collaborative E-Learning Sara Hattersley Learning outcomes To discuss the benefits in addition to issues arising from collaborative learning approaches. To explore key technologies which can be used to foster collaboration. To consider the ‘purposeful use’ of e-learning tools in addition to to discuss how to incorporate collaborative e-learning into planning.

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What is collaborative learning The grouping in addition to pairing of learners as long as the purpose of achieving a learning goal. An instruction method in which learners at various per as long as mance levels work together in small groups toward a common goal. The learners are responsible as long as one another’s learning as well as their own. http://www.gdrc.org/kmgmt/c-learn/index.html Screen shot from Freemind (free mindmap software) http://freemind.source as long as ge.net/wiki/index.php/Main-Page Key benefits Interdependence in addition to ‘accountability’; encourages learners’ responsibility as long as learning. Fosters constructivist learning approach; removes teacher from ‘didactic’ position. Peer teaching rein as long as ces learning as long as individuals. Develops communication skills, decision-making in addition to can increase group cohesion. Frees up teacher to observe in addition to assess learning taking place.

Key issues The need as long as sound curriculum design to ‘make it work’. This includes pre- in addition to post-activity instruction in addition to reflection. Collaborative learning has to be purposeful. Learners may not have collaborative learning skills – this may need teaching explicitly. Encouraging ‘equal contributions’ can be challenging; as can managing different levels. Teacher feels ‘out of control’ as just a facilitator. Teaching activities during collaborative e-learning NRDC (2007) Effective teaching in addition to Learning: Using ICT, London, pg.39 Collaborative e-learning The principles of collaborative learning can be applied to the e-learning context. Additional considerations will be access to technology, room layout etc. Classroom based V remote approaches The importance of finding the best tool to match learning outcomes. Accounting as long as technology failure!

Voting systems Allow the whole class to work towards a common learning outcomes, with individual responses. Individual learners are not identified in responses; can contribute anonymously. Whole group in addition to individual per as long as mance can be assessed in addition to reflected upon. Good as long as underst in addition to ing percentages. Can be used in conjunction with M-Learning. Voting system example: http://www.qwizdom.co.uk/ Press in addition to hold Menu key to turn on the remotes Select your answer Press the send key Receive personal feedback Numerous Question types

Voting system example: www.polleverywhere.com Voting system example: www.polleverywhere.com Wiki Creating shared resource– authorship (learner-centred/ecological approach). Responsibility – only accurate, suitable materials are sustained (e.g. good contributors ‘last’). Democratic – all learners are ‘knowledge creators’. Good as long as developing writing skills in addition to underst in addition to ing of ‘hypertext’ genre, error checking. Encourages reading skills such as scanning in addition to comprehension.

Wiki example: http://en.wikipedia.org/wiki/Uk How to create a wiki: http://www.youtube.com/watchv=-dnL00TdmLY Wiki example: http://www.wikispaces.com Wiki example: http://www.wikispaces.com Contributions from others can be viewed in addition to compared. On the wiki page, however, the combined texts appears as continuous , unidentified prose.

Podcast/ Screencast Recorded in ‘real time’ in addition to can be uploaded to the Internet, played, saved in addition to downloaded. ‘Authentic voices’ – tutor or learner Encourages visual/auditory/kinaesthetic learning styles. Can be used to give instructions to learners, or them to instruct each other. Good as long as the developing of spoken discourse Recording learning as long as later use/supportive distance study materials Podcast/screencast examples: http://audioboo.fm/ http://www.techsmith.com/jing/ http://audacity.source as long as ge.net/ Webquest A sequential, directed learning activity where learners progress through a number of clearly defined stages. Structure encourages ‘purposeful’ use of ILT. Can eliminate the need as long as direct tutor input. Encourages constructivist model/discovery method of learning. Good as long as developing underst in addition to ing of instructional text, reading through hypertext, group projects in addition to anything requiring sequential learning approaches.

Web 2.0 The use of technology on the World Wide Web which allows any kind of interactive content Includes use of blogs, chat facilities in addition to social networking. Enables remote access in addition to distance study possibilities. Many learners already familiar with Web 2.0 as long as mats in addition to conventions. Ability to embed other e-learning objects (e.g. questionnaires, podcasts) within these. Encourages holistic approaches to learning Blog example: http://blogs.warwick.ac.uk Social networking example: http://www.facebook.com Links to photos in addition to videos Events in addition to notices Group privacy settings Links to key resources

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Purposeful design Some learning objectives lend themselves more readily to collaboration. Alternatively, some learning objectives, traditionally taught as individual tasks, could be adapted to collaboration. Design must include ethical considerations, such as access to technology in addition to equity of skills in addition to opportunity. Structuring in addition to preparation of the activity is as important as the learning objective (e.g. good instructions; established equipment etc). Evaluative cycle Lesson planning Collaborative e-learning can be used As a whole group session starter As the ‘delivery mechanism’ as long as a new concept As a tool as long as peer assessment in addition to checking For as long as mative in addition to summative assessment purposes. In pairs, small groups or whole class arrangements In the classroom or remotely as a homework task.

Activity design Sara Hattersley Essential Skills Resource Centre 024 76574558 S.Hattersley@warwick.ac.uk

Espinoza, Elvira General Manager

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